Abstract:

The article presents an innovative approach in the course Engineering Mechanics, aimed at the effective preparation of students for subsequent studies and professional practice. Many students experience difficulties in achieving a deeper understanding of individual topics, which is reflected in issues with independent problem-solving. To address this issue, an approach linking analytical methods, computer-aided simulation, and experimental validation was introduced for selected topics in the course. The advantage of this approach lies in solving a single problem within one course and a specific topic using three different approaches. This comprehensive approach demonstrates and deepens the understanding of the fundamental principles of mechanics. At the same time, it enhances students’ preparedness for professional practice by presenting three possible approaches to solving an engineering problem and by supporting the ability to critically evaluate the results.

As an illustrative example, a static analysis of planar truss structures is presented with the aim of determining axial forces and, where appropriate, normal stresses in the truss members. Students begin with the theoretical principles of solving planar truss systems using the classical analytical method. This is complemented by computer-aided numerical simulation using commercial structural analysis software. For the individual approaches, students are provided with instructional texts and a detailed step-by-step methodological guide for solving problems in commercial software, which can be considered one of the outcomes. The analytical and computer-aided approaches are further supplemented by experimental measurements performed on a test model in a laboratory environment.

The results obtained from the individual approaches can be compared, correlations and agreements between the results can be identified, and potential discrepancies can be analysed. The proposed approach was applied in the Engineering Mechanics course for a selected group of students enrolled in the study programme Computer-Aided Manufacturing Technologies. The study results obtained from the original and the innovative teaching approaches were compared. The benefits of the new teaching approach were identified through student questionnaire evaluations. Based on the pilot implementations, it can be concluded that the proposed approach enhances students’ understanding of the subject matter, increases the course’s attractiveness, promotes the acquisition of skills for solving technical problems, and is expected to improve graduates’ employability through their strengthened problem-solving capabilities.

Acknowledgement:
The authors would like to thank the Cultural and Educational Grant Agency of the Ministry of Education, Research, Development and Youth of the Slovak Republic for supporting this research through grant no. 052TUKE-4/2024 and the Slovak Research and Development Agency for supporting this research through grant no. APVV-18-0316.

Keywords:

Plane truss structures, static analysis, axial forces, CAD/CAE system, approach, calculated and computed results, labotarory measurement, evaluation.